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Table of FiguresFigure 1: The Domains ..............................................................................................................................25Figure 3: A cube from a different perspective ............................................................................................69Figure 2: A cube in 2-dimensional aspect...................................................................................................69Figure 4: N 4 .................................................................................................................................................76Figure 5: N 4 #2.............................................................................................................................................76Figure 6: Screen dump of Webboard ..........................................................................................................94Figure 7: Facebook image 1......................................................................................................................100Figure 8: Facebook image 2......................................................................................................................101Figure 9: Facebook image 3......................................................................................................................102Figure 10: iTunes Apps for learning .........................................................................................................105Figure 11: A Lecture on Constructivism...................................................................................................109Figure 12: Auto/pedagogy ........................................................................................................................129Figure 13: Jasper's Version of Gibbs (1988).............................................................................................154Figure 14: A simplified hermeneutic circle ..............................................................................................154Figure 15: The Hermeneutic Circle ..........................................................................................................156Figure 16: Illustrative moments in situ .....................................................................................................164Figure 17: Ns as a Venn............................................................................................................................178Figure 18: 2011 PDF version ....................................................................................................................179Figure 19: Simple .txt version...................................................................................................................179Figure 20: Bean grower's framework........................................................................................................180Figure 21: Cross ties in two dimensions ...................................................................................................181Figure 22: IMs in due proportion..............................................................................................................182Figure 23: Fullan's 3 I's of Educational Change .......................................................................................219Figure 24: Registration of iPD ..................................................................................................................237Figure 25: Adair's 'zone of optimal effectiveness' ....................................................................................252Figure 26: An extending and complex Venn diagram ..............................................................................2536Simon Hughes Ph.D. Thesis (October 2012)
Figure 27: Ns in equal proportion .............................................................................................................273Figure 28: N 3 Dominant............................................................................................................................273Figure 29: N 1 Dominant............................................................................................................................274Figure 30: The proportions of N in IM3 ...................................................................................................274Figure 31: N 2 Dominant............................................................................................................................275Figure 32: N 2 Dominant (Chart) ...............................................................................................................275Figure 33: Zone of Interlocution...............................................................................................................286Figure 34: Generalist interpretation ..........................................................................................................286Figure 35: Zone of optimal auto/pedagogy...............................................................................................290Figure 36: Zone of optimal auto/pedagogy#2...........................................................................................2947Simon Hughes Ph.D. Thesis (October 2012)
Page 1 and 2: University of WolverhamptonTowardsa
Page 3 and 4: ContentsAbstract...................
Page 5: Chapter :5 Conclusions.............
Page 9 and 10: Glossary of AbbreviationsCommonly o
Page 11 and 12: career path. Such moments have been
Page 13 and 14: to teacher's professional learning,
Page 15 and 16: made 2 frontiers, traditional, ideo
Page 17 and 18: professional learning was shaped by
Page 19 and 20: “It [education] would seem to tak
Page 21 and 22: postdisciplinarity have not necessa
Page 23 and 24: ut with its roots as far back as Da
Page 25 and 26: “Who doesn’t spend time trying
Page 27 and 28: Chapter 2: Underpinning literatureT
Page 29 and 30: Rationale for selecting Epistemolog
Page 31 and 32: It is not the purpose of this study
Page 33 and 34: acquired inductively will argue tha
Page 35 and 36: lecture hall with an expert operato
Page 37 and 38: occurring in these moments is a shi
Page 39 and 40: 2. Knowledge accumulated by profess
Page 41 and 42: (Goodson and Mangan, 1991) whether
Page 43 and 44: 2.2.1 Historico-philosophical appro
Page 45 and 46: potentiality to change the circumst
Page 47 and 48: 2.2.2 Buddhist approaches to the
Page 49 and 50: 2.2.3 Scientific approaches to the
Page 51 and 52: eactions, or paying homage to share
Page 53 and 54: Green goes on to state that the rem
Page 55 and 56: 2.2.4 Spiritual approaches to the
Page 57 and 58:
oth soul and body in hell”) or to
Page 59 and 60:
2.2.5 Post-modern approaches to the
Page 61 and 62:
ehaviours that bring personal fulfi
Page 63 and 64:
of the self. The notion of developm
Page 65 and 66:
teacher selves in the phenomena of
Page 67 and 68:
existence of an ‘alter ego’ for
Page 69 and 70:
This model and theoretical perspect
Page 71 and 72:
A contextualised approach to the ph
Page 73 and 74:
2.2x: Relevant Insights derived fro
Page 75 and 76:
may enable me to limit the number o
Page 77 and 78:
It is important to read this diagra
Page 79 and 80:
Freire (1972) would argue for the m
Page 81 and 82:
Polsani's accidental intervention i
Page 83 and 84:
y other adults including their pare
Page 85 and 86:
2.3.0 Reframing the literature revi
Page 87 and 88:
the sounds of Varese were 'mashed u
Page 89 and 90:
2.3 Relevant Literature about (Info
Page 91 and 92:
stables, the people who curried hor
Page 93 and 94:
Examining texts written around the
Page 95 and 96:
technologies, placed them. Most wou
Page 97 and 98:
Lynch makes these observations in a
Page 99 and 100:
Kirkpatrick (2010) verifies this hi
Page 101 and 102:
Figure 8: Facebook image 2Noteworth
Page 103 and 104:
Robinson's statement above is a nea
Page 105 and 106:
there are an increasing number of l
Page 107 and 108:
2.3.2: Accounts of the impact on pe
Page 109 and 110:
This resonates with my experience o
Page 111 and 112:
technologists who argue that the pu
Page 113 and 114:
It was at a conference in Oxford th
Page 115 and 116:
From the abstract to the directly r
Page 117 and 118:
In essence it appears as if Halpin
Page 119 and 120:
2.4: Liberation technology and prof
Page 121 and 122:
2.5 Approaches to Professional Lear
Page 123 and 124:
correlation between the promulgatio
Page 125 and 126:
The key point to be made here is th
Page 127 and 128:
own knowledge'. Frequently now I wo
Page 129 and 130:
2.6: Auto/pedagogyAn Emerging Frame
Page 131 and 132:
more established method to explore
Page 133 and 134:
Reflexivity and dialogicsIn keeping
Page 135 and 136:
‘tomorrow’ might be designed fo
Page 137 and 138:
themes of the study and how it rela
Page 139 and 140:
From these words I take validation
Page 141 and 142:
experiencing, this might have been
Page 143 and 144:
In one sense, I have taken this thi
Page 145 and 146:
The intention is to take an approac
Page 147 and 148:
auto/biography. The term auto/biogr
Page 149 and 150:
would be necessarily noematic, but
Page 151 and 152:
As an RE specialist the use of stor
Page 153 and 154:
3.1.4: Auto/biographyAutobiography
Page 155 and 156:
context/situation and action. These
Page 157 and 158:
The diagram in figure 15 has been d
Page 159 and 160:
exploitation prevalent in South Ame
Page 161 and 162:
integrate expertise to satisfy a no
Page 163 and 164:
advocated by Whitehead and McNiff (
Page 165 and 166:
Critically, the diagram points to t
Page 167 and 168:
A further reason why I settled on t
Page 169 and 170:
3.1.7: Why ‘Illustrative Moments
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3.1.8: How will this auto/biographi
Page 173 and 174:
1986) has made a substantial fortun
Page 175 and 176:
My first pass of each IM against th
Page 177 and 178:
3.2: The relationship of my epistem
Page 179 and 180:
is represented here as the outcome
Page 181 and 182:
In this metaphorical presentation t
Page 183 and 184:
3.3 A narrative account of the meth
Page 185 and 186:
eaders/audience to draw for themsel
Page 187 and 188:
The table above was constructed at
Page 189 and 190:
Chapter 4: An auto/biographic analy
Page 191 and 192:
vertical approach enunciated in cha
Page 193 and 194:
4.1.1 Reflection on IM1Looking back
Page 195 and 196:
Evidencing this is impossible since
Page 197 and 198:
necessary and the resilience I have
Page 199 and 200:
It is a fact that I benefited from
Page 201 and 202:
than the cyclo-styled sheets we gav
Page 203 and 204:
platform as the basis for creating
Page 205 and 206:
4.1.3 Reflection on IM3Professional
Page 207 and 208:
• Chinese education• Chinese te
Page 209 and 210:
ImpactThe impact on me of this trip
Page 211 and 212:
4.1.4 Reflection on IM4Re-reading t
Page 213 and 214:
those articles that I reviewed, wro
Page 215 and 216:
As part of our initial contract wit
Page 217 and 218:
ContextAlluded to in 4.1.3 were the
Page 219 and 220:
Figure 23: Fullan's 3 I's of Educat
Page 221 and 222:
There are also 'bugs' in the domain
Page 223 and 224:
from the concept of i n PD. That wa
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4.2: Stage 2: Analytical reviews of
Page 227 and 228:
AnalysisOn completing the re-readin
Page 229 and 230:
4.3.1: Analytical Reflection on IMs
Page 231 and 232:
needed personal access to a compute
Page 233 and 234:
there was a clear dialogic going on
Page 235 and 236:
Looking back this was never more tr
Page 237 and 238:
I did because my present employers
Page 239 and 240:
4.3.2: Analytical Reflection on IMs
Page 241 and 242:
installing software, connecting per
Page 243 and 244:
Theoretically, the most helpful met
Page 245 and 246:
locations and the pupil community b
Page 247 and 248:
In 2005, I contributed a paper to t
Page 249 and 250:
they participate: family, friends,
Page 251 and 252:
Social networking utilities such as
Page 253 and 254:
dynamism of networks and the inter-
Page 255 and 256:
describe as auto/pedagogy, ‘new-n
Page 257 and 258:
4.4: Stage 4 - Analysis by case stu
Page 259 and 260:
gaining access to intellectual capi
Page 261 and 262:
Of greater relevance for the thesis
Page 263 and 264:
NetworkHad I only joined in with th
Page 265 and 266:
4.5 Summative reflections to chapte
Page 267 and 268:
It seems to me, that in my case, pr
Page 269 and 270:
that they turned up in keyword sear
Page 271 and 272:
5. A mixed-economy of pedagogical a
Page 273 and 274:
eing the rigid structure that I dre
Page 275 and 276:
take from my theorising about the p
Page 277 and 278:
Alternatively, someone buying into
Page 279 and 280:
professional learning episode and t
Page 281 and 282:
The 'Zone' of Auto/PedagogyAt vario
Page 283 and 284:
Where I differ in my approach from
Page 285 and 286:
professional development context fa
Page 287 and 288:
above. The problematic term here is
Page 289 and 290:
that progress in personal, professi
Page 291 and 292:
it would be linguistically tautolog
Page 293 and 294:
have created, to scaffold my own se
Page 295 and 296:
My point is that technology cannot,
Page 297 and 298:
fill the gaps in their knowledge, s
Page 299 and 300:
3) A new term, 'auto/pedagogy', whi
Page 301 and 302:
Bly R. (1992) Iron John: A Book abo
Page 303 and 304:
Foucault M. (1982) The Subject and
Page 305 and 306:
Hughes S. (2003) N-Leaning Canterbu
Page 307 and 308:
First accessed 26th September 2007M
Page 309 and 310:
Plato (Trans Jowett B.) (2004) The
Page 311 and 312:
Somekh B. (2007) Pedagogy and Learn
Page 313 and 314:
Appendices313Simon Hughes Ph.D. The
Page 315 and 316:
315Simon Hughes Ph.D. Thesis (Octob
Page 317 and 318:
Page 319 and 320:
Page 321 and 322:
Page 323 and 324:
Page 325 and 326:
Page 327 and 328:
Page 329 and 330:
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
Page 337 and 338:
Appendix 2 - IM1 - 1989 (A@t 1 )Con
Page 339 and 340:
‘cyclostyled’ resources. In a s
Page 341 and 342:
“miracles” on screen, trying to
Page 343 and 344:
My enthusiastic adoption of the tec
Page 345 and 346:
Appendix 3 - IM2 - 1996-1998In Janu
Page 347 and 348:
I now had access to the greatest li
Page 349 and 350:
having a computer on my desk with a
Page 351 and 352:
School when we had been given a New
Page 353 and 354:
Centuries with so-called ‘Silicon
Page 355 and 356:
cost-effective. The point here very
Page 357 and 358:
Frustrated by the tardiness of the
Page 359 and 360:
the value of participating in the p
Page 361 and 362:
the now ubiquitous handheld, mobile
Page 363 and 364:
and that the adoption of the signif
Page 365:
Appendix 7 - A codification of N-ne
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